If historical shocks influence educational outcomes, how long does the effect last, and does it differ among ethnic groups? This study answers these questions by exploiting the historical experiment of partition—that is the splitting of the British Raj into India and Pakistan—and by presenting a theoretical model that explains the trade-offs such a shock uncovers for different ethnic groups that have to decide between assimilation through education and maintaining their ethnic specificity. We use different rounds of Pakistan social and living standard measurement (PSLM) survey and analyze the educational outcomes of the grandchildren of partition (i.e., whose grandparents were born during the partition). We show that the scar from partition is long-lasting, as the present generation is still living under its influence. More importantly, our results reveal the different adaptation strategies of ethnic and cultural groups in the long run.

如果历史冲击影响教育成果，那么这种影响会持续多久，并且在各个族裔群体之间会有所不同吗？这项研究通过利用分区的历史实验（即英国统治者分裂为印度和巴基斯坦）并提出一种理论模型来解释这些问题，这些模型为需要决定的不同族裔揭示了权衡利弊的折衷方案，从而回答了这些问题。在通过教育同化和保持民族特色之间。我们使用不同回合的巴基斯坦社会和生活水平衡量（PSLM）调查，并分析了分区的后代（即，其祖父母在分区期间出生）的教育成果。我们表明，由于当代人仍然生活在它的影响下，分割产生的疤痕是持久的。更重要的是，